|| || || || || || Yehah! we have the next set of teachers laptops coming. (T2) Due 30th November, 2009.
Please register your request with all the details. We will support you in your learning. You will have a mentor provided to support you. Have a quick read over the Mentoring ideas and processes below. We want to build our capacity as being leading learners in all our classrooms.
Mentoring & Shadowing Background-Have a mentor and be a mentor.
Our Volunteers give up their time to mentor, and in turn need to tap someone on the shoulder to mentor someone.
Skills for being a mentor.
Constructive feedback, which leads learning.Focus on learning by evaluating, clarifying and reflecting.
Listen and Give realistic feedback. Reflective feedback. Communication skills are paramount. Ability to ask the right question. Ask good questions.
Deeper professional knowledge, authentic understanding of experience and mutual respect.
Giving good feedback.
As much positive feedback as possible, criticism is couched in the positive, point of leverage then launch into the suggestions. Not using a “but”, pause.
Come up with a strategy together and then follow up, “Catch them being good”, have a running sheet of things that are positive.
Mentoring is a way of learning and a way of leading.
Builds capability in staff
Good questions allow someone to hold a mirror to themselves.
Covey- seek first to understand. Restorative Justice practices. Questioning, with silence and the pause. Use effectively, pause and silence.
Name
Faculty
Year 9/10 Classes for 2010
Skills you bring as a start point ( pure enthusiasm works!)
Mentor assigned to you.
Sue Tiedgen
English/Head teacher/ Support
Yr9 English &Yr 10 English
A willingness to learn with great enthusiasm!
Lina
Bron Lawrance
Learning Support
STLA
Louise
Sarah Chew
Social Science
10 Geog
enthusiasm works for me too!
Bron K.
Giffard O'Hare
Science
Years 9&10 Science
enthusiasm and willingness to learn and work together with others
Tim J.
Sergio Aguirre
Science
Year 9 & 10 Science
Willingness to learn. Enthusiasm all the way!
Ry C.
A.Mathur
Social Science
Yr9 Geo,
Yr9Commerce
willingness and enthusiasm + some ideas for Commerce.
Louise
Metson
History/ Soc Sci/ Welfare
Yr 9 Geog/ Hist
Yr 10 Hist *2
enthusiasm, wiki (welfare wiki), netvibes, delicious, blogs, am trying :)
Louise H
Godby
PDHPE
9/10
Robbie took my first lap top to update it and during the process it crashed. Would like to continue my laptop journey!
Ry C.
H.Strong
PDHPE
Ry Clarke and Tim J
S.Cleary
English
yr 9 English
willingness and the desire to eventually
use onenote and other programs as a classroom tool
Maria A.
Bill Lo
Maths
Year 9 Maths
develop task especially for GAT
Bron
Chee Tai
Maths
Year 9 and 10 Maths
develop task to improve numeracy / maths for SC of year 10 intermediate students
Bron K.
Paula Morris
Maths
Have already had a go with a graphing lesson with Year 9 on their netbooks. I have more ideas for using Student Calculator and Geogebra and would love to use them regularly.
Niki Mc
Marika Horvarth
ESL English
Yr 9 and 10 Esl
Willingness and the desire to eventually use onenote and other programs as a classroom tool
Niki Mc.
Courtney Cook
History
3 x year 10s!!!!!
Pretty good with these things and want to be ready to roll with all those classes come next year. Holidays will be a good chance to get up to speed. Like the idea of adding extra dimensions to my teaching.
Louise
Chris Hughes
History
Yr 9E and 9C
1) Experience with quality online hosted History activities having minored in E-learning at Uni.
2) Using the holiday to brush up and get organised with some mind-boggling quality lessons.
3) Enthusiasm.
4) Eagerness.
5) Zeal.
6) Alacrity (whatever that means... Cook told me to throw it in for good measure).
Louise
Evi Christofi
CAPA
Yr 9 visual arts
Eagerness to learn something new and different.
Lina
Lauren Broit
PDHPE
want to expliore use for sport as well as all classes...
Ry Clarke and Tim J
George Stamell
TAS
1x Yr9 IST 100h
1x Yr9 IST 200h
1 x Y10 IST 100h
Journeying with netbook
Niki Mc
Will Georgopoulos
English/History
Yr 10 Selective
Yr9 Mainstream
?????
Hours and hours and hours of late nights, practising, trial and error, reading the literature and pure stubborness to get it right have transformed me into a nouveau geek :-))
Lina
C.Kitson
English
Yr 9,10,11
Need to Learn with Yr 9 already in possession of a laptop
All T2 already allocated. Will be on next rollout.
Edith Bocaz
Science
Yr 9 & 10
I am late but can I still get a laptop-laptops are already in my classes and I better learn. sorry Denise
Paula Bertoli
TAS
Yr 9 and 10
My classes have their laptops and I really need one, I am sorry I logged on so late, if there is one last available then I would be in complete gratitude.
Already all allocated. will be in next rollout
Ben Pickering
Science
10 Sci and 10 Marine
The kids are keen and so am I. It will allow me to make the course delivery more broad, diverse and accessable outside of the physical class room. Better late than never! * Didn't mean to jump ahead of phil, sure he will not mind!
Phil Horrell
Social Science
2 x Year 10
I'd like to request a laptop especially for my use with my year 10 class as Social Science has adopted a no workbook policy for this year group.
Judith Burke
Social Science
Year 10
I'd like to request a laptop to improve my class room managment and teaching skills in collaboration with Phil and to use with my Year 10 who are very eager to get started.
Debbie Stern
mario alexandrou
Maths
maths
Years 9 and 10
9 and 10
I'd love a laptop as I feel I am now ready to jump on board and learn about all this amazing technology.
Published May 31, 2009 12 Comments
Tags: education, google, youtube, wikipedia, Diigo, Teacher, strategy
I am a firm believer that asking teachers to do more with technology is the wrong approach to renewal, unless you are removing old habits, old methods and genuinely improving outcomes. In sessions I run for teachers, I believe that it’s more effective to change the culture and narrow the participation gap between autonomous and co-operative learning. By establishing a few simple norms – for spectacular results – especially in 1:1 technology situations. To achieve this, I’m proposing 3 tools, and dropping some old approaches to get a performance gain. 1. Use reflective, self-reporting activities
The internet is a complex and diverse environment – simplify it for students. Use technologies that accurately reflect classroom activity and narrow the gap between what you want them to do and what they actually do – and save a heap of wasted or off task time. Diigo is the tool for this. Use it to model resources for students (lists); ask them to justify their own explorations (bookmark); and reflect on group learning (forums). Diigo is not a bookmarking tool! – It’s a learning managementsystem and should be central to online learning. 2. Students must believe their choices and opinions matter
Probing questions in online spaces, allow teachers to discover student opinions; use a weekly question in your Diigo forum to ask them a probing question that allows them to express their feelings. Encourage participation by engaging in socio-centric conversation with students in the online space – as an aside from the rigor of the syllabus routine. 3. This week matters, because there’s another one following it.
Use TodaysMeet to create a simple question and answer page that expires after a week. Let them know that information is not persisten//t; but needs application to become knowledge. Encourage them to take turns in using it for passing notes and asking questions. Allow them to answer them and then at the end of the week, ask them to write a weekly journal entry – by asking a driving/probing question. Students are often poor a daily journal writing (you just get recounts) – make each week a process of leveling up to a Friday summit question. Base your assessments on summit questions.
4. Make authentic connections
Bring external voices to your classroom via technology, even if it as simple as usingGoogle Chat, or finding a voice from YouTube. Locate an authentic dimension to problems. One great way to do this is to find your schools entry on Wikipedia – and make it better! 5. Build Vocabulary Bank
Each week a student is asked to find one word that relates to the week learning. Make one page in PBWorks, and ask them to add to it – alphabetically.
• They have to give the meaning and how it relates to the discipline.
• They should locate a web-reference of this being applied
These two actions provide continuous formative assessment of their ability to learn, comprehend and apply – digitally and conventionally. What does this do for learning and engagement?
These 5 things, as a norm, repeated over a semester, promote socio-disciplinary learning. For the teacher it represents a very small change to promote the read write process in their learning and welcome students with a positive approach to learning with technology. Students will begin to select when and how best to use these spaces and replace some of the tiresome activities of writing in Word, printing it out, collecting it or transferring it to flash memory or via email. Rather than think about ‘new’ ways, this appraoch blends existing, successful practices that allow technology to augment learning, keep students on task, be accountable, and interested in working online – though teacher facilitation and communication in those spaces. Doing this over and over, insisting and persisting; will create that norm – and may take several weeks to embed in student behaviour. Don’t fall into the trap that many another technology might work better – after all for the last decade, students have used little more than office automation and Google Search. Give them and yourself time to adjust and to be confident.
|| || || || || || Yehah! we have the next set of teachers laptops coming. (T2) Due 30th November, 2009.
Please register your request with all the details. We will support you in your learning. You will have a mentor provided to support you. Have a quick read over the Mentoring ideas and processes below. We want to build our capacity as being leading learners in all our classrooms.Mentoring & Shadowing
Background-Have a mentor and be a mentor.
Our Volunteers give up their time to mentor, and in turn need to tap someone on the shoulder to mentor someone.
Skills for being a mentor.
- Constructive feedback, which leads learning.Focus on learning by evaluating, clarifying and reflecting.
- Listen and Give realistic feedback. Reflective feedback. Communication skills are paramount. Ability to ask the right question. Ask good questions.
- Deeper professional knowledge, authentic understanding of experience and mutual respect.
Giving good feedback.- As much positive feedback as possible, criticism is couched in the positive, point of leverage then launch into the suggestions. Not using a “but”, pause.
- Come up with a strategy together and then follow up, “Catch them being good”, have a running sheet of things that are positive.
Mentoring is a way of learning and a way of leading.Yr9Commerce
Yr 10 Hist *2
use onenote and other programs as a classroom tool
2) Using the holiday to brush up and get organised with some mind-boggling quality lessons.
3) Enthusiasm.
4) Eagerness.
5) Zeal.
6) Alacrity (whatever that means... Cook told me to throw it in for good measure).
1x Yr9 IST 200h
1 x Y10 IST 100h
Yr9 Mainstream
?????
mario alexandrou
maths
9 and 10
i would like a netbook please
5 Ways to create spectacular classrooms
Published May 31, 2009 1 2 CommentsTags: education, google, youtube, wikipedia, Diigo, Teacher, strategy
I am a firm believer that asking teachers to do more with technology is the wrong approach to renewal, unless you are removing old habits, old methods and genuinely improving outcomes. In sessions I run for teachers, I believe that it’s more effective to change the culture and narrow the participation gap between autonomous and co-operative learning. By establishing a few simple norms – for spectacular results – especially in 1:1 technology situations. To achieve this, I’m proposing 3 tools, and dropping some old approaches to get a performance gain.
1. Use reflective, self-reporting activities
The internet is a complex and diverse environment – simplify it for students. Use technologies that accurately reflect classroom activity and narrow the gap between what you want them to do and what they actually do – and save a heap of wasted or off task time. Diigo is the tool for this. Use it to model resources for students (lists); ask them to justify their own explorations (bookmark); and reflect on group learning (forums). Diigo is not a bookmarking tool! – It’s a learning managementsystem and should be central to online learning.
2. Students must believe their choices and opinions matter
Probing questions in online spaces, allow teachers to discover student opinions; use a weekly question in your Diigo forum to ask them a probing question that allows them to express their feelings. Encourage participation by engaging in socio-centric conversation with students in the online space – as an aside from the rigor of the syllabus routine.
3. This week matters, because there’s another one following it.
Use TodaysMeet to create a simple question and answer page that expires after a week. Let them know that information is not persisten//t; but needs application to become knowledge. Encourage them to take turns in using it for passing notes and asking questions. Allow them to answer them and then at the end of the week, ask them to write a weekly journal entry – by asking a driving/probing question. Students are often poor a daily journal writing (you just get recounts) – make each week a process of leveling up to a Friday summit question. Base your assessments on summit questions.
4. Make authentic connections
Bring external voices to your classroom via technology, even if it as simple as usingGoogle Chat, or finding a voice from YouTube. Locate an authentic dimension to problems. One great way to do this is to find your schools entry on Wikipedia – and make it better!
5. Build Vocabulary Bank
Each week a student is asked to find one word that relates to the week learning. Make one page in PBWorks, and ask them to add to it – alphabetically.
• They have to give the meaning and how it relates to the discipline.
• They should locate a web-reference of this being applied
These two actions provide continuous formative assessment of their ability to learn, comprehend and apply – digitally and conventionally.
What does this do for learning and engagement?
These 5 things, as a norm, repeated over a semester, promote socio-disciplinary learning. For the teacher it represents a very small change to promote the read write process in their learning and welcome students with a positive approach to learning with technology. Students will begin to select when and how best to use these spaces and replace some of the tiresome activities of writing in Word, printing it out, collecting it or transferring it to flash memory or via email. Rather than think about ‘new’ ways, this appraoch blends existing, successful practices that allow technology to augment learning, keep students on task, be accountable, and interested in working online – though teacher facilitation and communication in those spaces. Doing this over and over, insisting and persisting; will create that norm – and may take several weeks to embed in student behaviour. Don’t fall into the trap that many another technology might work better – after all for the last decade, students have used little more than office automation and Google Search. Give them and yourself time to adjust and to be confident.
Possibly related posts: (automatically generated)
http://deangroom.wordpress.com/2009/05/31/5-ways-to-create-spectacular-classrooms/